The WolframAlpha Web 2.0 tool is a massive computational knowledge engine.
The index/Home page has a simple search box to enter a simple to complex mathematical calculation to colour name, RGB or hex code, the name of a structure such as the Sydney Harbour Bridge to a species of timber, a form of transportation to the name of a star or planet, . After clicking on the calculate icon (=), WolframAlpha will display information about your entry. This data can also be downloaded as a .pdf document.
There are Blogs, Community Groups (requires an account) and Forums, downloadable mobile Applications for iPhones and iPads, Widgits (requires an account) to use and make, Toolbars and add-ons for a range of browsers and applications.
Within the Community section there is an Education group for teachers/educators to join as well as a number of other interest groups. Students are also able to join these groups..
There is an education section which comprises of ways to use WolramAlpha in the classroom and resources for educators consisting of an education portal, mathworld, mathematica online integrator and software products.
Analysis of the Web 2.0 tool: WolframAlpha WolframAlpha computational knowledge engine supports the mid range thinking skill of applying (2002). As students move into the higher order thinking skills as they move further into the WolframAlpha site to use and create widgets and demonstrations as well as the mathsworld and WolfFunction sections.
Prensky (2001) suggest that digital natives thrive on gratification when they get instant answers through WolframAlpha. They are then able to glean through these answers and use the most appropriate and suitable for their intended audience of the task. Prensky (2001) also suggests that digital natives are very accustomed to multitasking and switching between tasks that the range of responses the WolframAlpha provides should appeal to them and not be boring.
Learning Environment Example Subject: Senior Graphics, QSA Syllabus (2007) Contextual unit: Business Graphics – 12 weeks Industry context: Signage Product focus: Posters and website Target audience: Consumers Purpose: The skateboarding company Skatz manufactures all forms of skateboarding equipment and is seeking a new image online as well as in newspapers. Assessment Item: Extended Graphical Response to contain 2-Dimensional Graphical Representations
The refining stage of the implementation model lends itself for students to work individually using WolframAlpha to analyse and determine the colours most appropriate for the Posters and websites created in Wordle. Students are also to use WolframAlpha to find complimentary colours and the hex colour codes required for the advanced creation of their designs.
Computational Knowledge Engine Example Search Topics
Learning Environment Example of Colour hex codes
Journal References Krathwohl, D.A. (2002). Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, Autumn2002, Vol. 41 Number 4, p212-218.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon Vol. 9 No 5.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 2. On the Horizon Vol. 9 No 6.
About the Web 2.0 tool
Analysis of the Web 2.0 tool: WolframAlpha
WolframAlpha computational knowledge engine supports the mid range thinking skill of applying (2002). As students move into the higher order thinking skills as they move further into the WolframAlpha site to use and create widgets and demonstrations as well as the mathsworld and WolfFunction sections.
Prensky (2001) suggest that digital natives thrive on gratification when they get instant answers through WolframAlpha. They are then able to glean through these answers and use the most appropriate and suitable for their intended audience of the task. Prensky (2001) also suggests that digital natives are very accustomed to multitasking and switching between tasks that the range of responses the WolframAlpha provides should appeal to them and not be boring.
Learning Environment Example
Subject: Senior Graphics, QSA Syllabus (2007)
Contextual unit: Business Graphics – 12 weeks
Industry context: Signage
Product focus: Posters and website
Target audience: Consumers
Purpose: The skateboarding company Skatz manufactures all forms of skateboarding equipment and is seeking a new image online as well as in newspapers.
Assessment Item: Extended Graphical Response to contain 2-Dimensional Graphical Representations
The refining stage of the implementation model lends itself for students to work individually using WolframAlpha to analyse and determine the colours most appropriate for the Posters and websites created in Wordle. Students are also to use WolframAlpha to find complimentary colours and the hex colour codes required for the advanced creation of their designs.
Journal References
Krathwohl, D.A. (2002). Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, Autumn2002, Vol. 41 Number 4, p212-218.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon Vol. 9 No 5.
Prensky, M. (2001). Digital Natives, Digital Immigrants Part 2. On the Horizon Vol. 9 No 6.
Government & Legislation References
Queensland Studies Authority (QSA). (2007). Graphics: Years 11&12 Senior Syllabus. Retrieved from http://www.qsa.qld.edu.au/downloads/senior/snr_graphics_07_syll.pdf